S.6 SUB- ICT FOR NEW CURRICULUM

The learner should

be able to:

v, a, gs)

b)        Learners remotely collaborate and share data using different methods, including screen mirroring, remote desktop access, and collaborative tools like AnyDesk and TeamViewer.

c)        In groups, learners identify and implement the best data sharing methods.

d)        Learners role-play as IT specialists who must guide “clients” on sharing data between devices.

b)        Observe learners’ ability to take responsibility for their own learning.

c)        Engage in discussions with learners about the methods used for data sharing, prompting them to explain each method’s advantages, limitations, and potential risks, such as Bluetooth, USB, and remote access tools.

d)        Assess the effectiveness of learners’ data-sharing solutions, focusing on how well they apply appropriate methods for the given scenario (e.g., sharing large files, limited internet access) and the clarity of their step-by-step instructions for clients.

Internet services for secure access and ethical communicatio

n. (u, s, v, a, gs)

b)        Learners use a web browser to search for specific information online. They identify and discuss different types of web resources (e.g., websites, blogs, online databases) and explain how they can be utilised for

academic or professional purposes.

c) Learners use advanced search techniques such as Boolean operators, filters, and quotation marks to refine their searches and find more relevant

d). Learners create an email account with a personal signature and demonstrate how to compose, send, filter and respond to emails professionally.

e). In pairs, learners exchange emails on a topic (e.g., applying for a job or requesting information) while practising proper email

f). Learners set up or review a professional social media profile on platforms like

g). Learners role-play scenarios such as resolving a customer service issue via email or responding to negative comments on a social media

h). In groups, learners design a simpl social media campaign for a fictional cause or product. They create posts, schedule them using social media management tools, and discuss how to engage audiences

i) Learners compose an email with attachments (e.g., documents, images) and practise formatting text (e.g., bold, italics, bullet points).

j). In groups, learners analyse and present a case study on the positive or negative effects of email or social media communication.

k). Learners evaluate popular e- commerce platforms (e.g., Amazon, eBay, Jumia, Alibaba) and identify the steps in purchasing products or services

l). Individually, learners navigate an e-commerce platform to simulate making an online They add items to the cart, enter trial payment details, and complete

b)        Converse with learners as they complete vital sections such as the profile picture, bio, and professional summary, emphasising appropriate and respectful communication.

c) Engage in discussions with learners about the web resources they identify, prompting them to explain how each resource (e.g., websites, blogs, online databases) can be used effectively in academic or professional

d) Evaluate learners’ ability to perform advanced searches using Boolean operators, filters, and quotation marks, assessing the relevance and quality of the information they retrieve and their understanding of how these techniques improve search

e) Observe learners as they organise their email inboxes using folders, filters, and labels, assessing the clarity and organisation of their ema systems and checking if they can effectively compose, send, and respond to emails

f) Observe learners as they exchange emails in pairs, paying attention to their use of correct email etiquette (subject lines, greetings, concise messaging) and their ability to respond

g) Converse with learners as they participate in role-playing activities. Then, discuss their approach to maintaining a professional tone and resolving conflicts, provide feedback on their communication skills, and offer suggestions for improvement.

h) Observe learners as they navigate e- commerce platforms and use digital wallets, focusing on their ability to follow the steps for making purchases, transferring funds, and applying security features

i) Assess learners’ ability to use e- commerce platforms and digital

m)    In pairs, learners set up a demo account for a digital wallet (e.g., PayPal). They practise transferring funds, making payments, and checking transaction histories.

n)      In groups, learners explore topics such as encryption, two-factor authentication, and secure payment gateways and create a poster or infographic explaining

how these technologies work.

b)     Individually, learners schedule a virtual meeting, send invites using a calendar tool, and customise settings.

c)        Individually, learners schedule a webinar, send invites using a calendar tool, and customise settings.

d)     Learners conduct a virtual meeting with assigned roles (e.g., host, participant). They practise sharing their screen, managing time, and addressing technical issues.

e)     In groups, learners participate in a troubleshooting activity where they identify and resolve common virtual meeting issues (e.g., poor audio, frozen video, connectivity problems).

b)        Engage learners in discussions about their experiences with virtual meeting platforms such as screen sharing, breakout rooms, and chat functions.

c)        Assess the learners’ ability to use virtual meeting platforms effectively by reviewing their meeting setups, comparison charts, and participation in simulated meetings. Evaluate their technical skills in organising and managing virtual meetings and their problem-solving abilities in addressing common issues (e.g.,

connectivity, screen sharing).

b). Learners take on roles of IT manager, employee, or consumer in a trial (imaginary) situation where ethical decisions must be made (e.g., handling user data). They debate the options and explain the ethical implications of their

c). Learners collaboratively simulate responding to a cybersecurity breach (e.g., compromised email account). They draft a response plan and present how they would mitigate risks and prevent future

d). Learners review common cyber threats (e.g., phishing, malware, ransomware). They create a short presentation or infographic explaining the threat, its impact, and how to prevent

e). Learners participate in a hands-on activity where they adjust the privacy settings of their social media accounts to enhance

f). Learners analyse real-life example of online transaction scams (e.g., phishing, fake websites). In small groups, they create a list of warning signs and develop strategies to avoid becoming a victim of online

b). Engage learners in explaining their decisions in ethical ICT scenarios, probing their understanding of ethical principles, and how they apply them to real-world situations such as data breaches or online

c). Evaluate learners’ presentations, response plans, and privacy settings adjustments to ensure they demonstrate a solid understanding of cybersecurity risks, ethical decision-making, and strategies for preventing fraud and protecting

The learner should be able to:

b)        Learners create new documents and identify basic layout options, page size settings, and margin configuration tools.

c)        Learners apply appropriate predefined templates to create a flyer or brochure for an event.

d)        Learners adjust the page size (e.g., A4, letter size, custom size) and the page orientation (portrait/landscape) to match the document’s requirements (e.g., a report, flyer, or poster).

e)        Learners explore the key features of electronic publishing software (e.g., text formatting, image insertion, shapes, and layout tools) by opening a new document and experimenting with these features to create a simple digital publication (e.g., a flyer or newsletter).

f)         Learners exchange their documents with peers and provide feedback on

the layout and formatting.

b)        Discuss with learners their design choices, focusing on how they apply page settings and formatting tools to meet the document’s requirements.

c)        Assess the final digital publications for appropriate layout, formatting, and design, ensuring correct use of page settings, templates, and overall document structure.

b)        Learners collaborate to create a digital poster for a school event or community initiative.

c)        Learners pair up to create a multi- page document (e.g., a brochure or catalogue).

d). Learners exchange their digital publications with a peer for They provide feedback on the design elements such as layout, colours, text formatting, and images.

e). Learners present their final digital publication to the class, explaining their design choices, the message they aimed to communicate, and how they used the software’s features to enhance their

integrating images, shapes,

and other visual elements like icons or borders in order to effectively communicate the intended message.

b). Engage learners in discussions about their design decisions, asking them to explain how they used templates, visual elements, and formatting tools to enhance their publication and convey the intended

c). Evaluate the final digital publications for visual appeal, consistency, and clarity of message, ensuring appropriate use of design features, text formatting, and images to effectively communicate the intended content as well, assess the design

b)        Learners analyse scenarios (e.g., managing school records, tracking inventory) and select the most suitable database management software.

c)        Learners create a new database using a database management program (e.g., SQL, Microsoft Access, LibreOffice Base).

d)        In groups, learners identify and

discuss database objects.

b)        Engage learners in discussions about the scenarios they analysed, prompting them to explain why they selected a particular database management software and how its features fit the requirements.

c)        Assess the created databases focusing on the necessary database objects with their

names.

database and manage its data. (k, u, s, gs)

b)        In small groups learners review and validate data.

c)        Learners populate a database table with the given data.

d)        Learners import data from external sources.

e)        Learners update specific records in the database (e.g., correcting errors, updating prices, or changing contact details).

f)         Learners create and run simple queries to retrieve specific data.

b)      Engage learners in discussions about the design choices they made for their databases, including data types and interface design, and how they ensure data accuracy and integrity. Encourage reflection on how the queries and reports support the database’s

functionality.

h)      Learners exchange their databases with a peer and review each other’s work.

i)        Learners present their completed database to the class, demonstrating how they created, updated, retrieved, and

organised records.

b)        Learners create two or more related tables in a database (e.g., “learners” and “courses”).

c)        Learners analyse different types of relationships (e.g., one-to-one, one-to-many, and many-to-many) by relating two or more tables.

d)       Learners create queries that retrieve data from multiple related tables (e.g., retrieving learner names and their enrolled courses).

e)       Learners exchange their relational databases with a peer for review.

f)   Learners present their relational database designs to the class, explaining the purpose of each table, the primary and foreign keys used, and how the relationships facilitate efficient data management.

b)      Engage learners in discussions about the relationships between tables, types of relationships (one-to-one, one- to-many, many-to-many), and how these relationships improve database efficiency. Encourage reflection on how each table’s purpose contributes to the overall database design.

c)       Assess the relational databases for correct table creation, accurate use of primary and foreign keys, and the effectiveness of queries in retrieving related data. Review the database designs for clarity, organisation, and proper relationships to ensure efficient data management.

The learner should

be able to:

b). Learners interact with AI-driven tools, such as chatbots and facial recognition applications and identify the underlying AI technologies.

c.) Learners identify the AI concepts applied, benefits achieved, and challenges encountered in case studies of organisations implementing AI

d). Learners roleplay as AI developers, users, or They discuss a scenario (e.g., deploying AI in healthcare) and evaluate its applications, benefits, limitations, and ethical considerations.

e.) Learners propose hypothetical AI applications addressing specific problems, like language barriers or object detection. They should explain the AI concepts involved, anticipated benefits, and potential ethical

f.) Learners engage with AI simulation tools such as TensorFlow Playground or AI-based games to visualise machine learning concepts and demonstrate

b). Engage learners in group discussions, focusing on their ability to evaluate AI’s ethical considerations, potential risks, and improvements, ensuring they can critically assess AI’s impact in various

c.) Evaluate learners’ group projects, such as AI application proposals and ethical guidelines, for clarity, feasibility, and ethical awareness, ensuring their solutions reflect a strong grasp of AI’s benefits and challenges

h)        Learners test the limitations of AI applications, like image recognition software or language translation tools. They document instances where the AI fails or produces errors and propose potential improvements to cultivate a critical approach to AI technologies.

i)         Learners draft ethical guidelines for AI use in a chosen field, such as education, healthcare, or business. They discuss potential risks and propose responsible solutions.

b)        Learners create and test different prompts for generating specific outputs (e.g., a story, a technical explanation, or a unique image). They compare results to identify what makes prompts effective or ineffective.

c)   Learners research and present real-world cases of generative AI, such as in marketing, education, or healthcare. They evaluate the benefits, limitations, and ethical implications of these applications.

d)        Learners identify a real world problem (e.g., automating report writing or generating personalised learning materials) and develop a solution using generative AI. They test and refine prompts to optimise outputs.

e)        Learners intentionally challenge a generative AI system by providing ambiguous, misleading, or complex prompts. They analyse the system’s

b)      Engage learners in discussions about real world AI applications, ethical considerations, and prompt strategies, focusing on their understanding of AI’s limitations and responsible use.

c)       Evaluate the final generative AI output to ensure that learners document their prompt strategies, improve their work through revisions, and deliver high-quality results. Evaluate the effectiveness of their approach in creating varied content. (Recognise the efforts of learners with disabilities

for inclusion purposes)

f)         Learners debate ethical concerns around generative AI, such as copyright issues, misinformation, and biases. They propose guidelines for the responsible use of generative AI in professional and personal contexts.

g)        Learners analyse a case study of an organisation or project that innovatively used generative AI. They identify the strategies used for prompt creation, evaluate the outcomes, and discuss what could be improved.

h)        In groups, learners create a project (e.g., an AI-generated magazine or a marketing campaign) using generative AI. They document their workflow, including prompt strategies and iterations, and present their final output.

i)         Learners participate in a challenge where they are given a specific output goal (e.g., generating a high-quality image or a cohesive story). They compete to create the most effective prompt and explain their strategies.

j)         Learners discuss the strengths and weaknesses of generative AI output they’ve created. They reflect on what worked well, what didn’t, and how their prompt strategies evolved during the

process.

b)        Learners select an industry (e.g., agriculture, entertainment, retail) and analyse how emerging technologies like IoT or AR/VR technologies could transform it.

c) Learners participate in a debate on the ethical implications of emerging

d.) Individually or in pairs, learners conduct a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) for one of the emerging technologies and present a

e) Learners analyse case studies of companies or organisations implementing emerging technologies (e.g., Amazon using IoT for logistics or healthcare using AR/VR for patient care). They evaluate the success or failure of these implementations and present their analysis to the

f.) Learners identify a real world problem, propose the most appropriate emerging technology and propose a They present their solutions and justify their technological choices.

g.) Learners simulate implementing an emerging technology in a chosen industry (e.g., implementing blockchain in finance for secure transactions). They role-play different stakeholders (e.g., business owners, consumers, regulators) and discuss the benefits and challenges of

b)      Engage learners in discussions on the ethical implications of

emerging technologies,

industry transformations, and challenges involved.

c) Assess the quality and depth of learners’ reports, SWOT analysis, and case study presentations, ensuring that they provide clear justifications, key benefits and challenges, and propose solutions or evaluate